geospatial technologies and geography education in a changing world geospatial practices and lessons...
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Advances in Geographical and Environmental Sciences
Geospatial Technologies and Geography Education in a Changing World
Osvaldo Muñiz Solari · Ali Demirci Joop van der Schee Editors
Geospatial Practices and Lessons Learned
Advances in Geographical and EnvironmentalSciences
More information about this series at http://www.springer.com/series/13113
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Dr. R.B. Singh
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in the page numbers.
Osvaldo Mu~niz Solari • Ali Demirci •Joop van der Schee
Editors
Geospatial Technologiesand Geography Educationin a Changing World
Geospatial Practices and Lessons Learned
EditorsOsvaldo Mu~niz SolariDepartment of GeographyTexas State UniversitySan Marcos, TX, USA
Ali DemirciDepartment of GeographyFatih UniversityIstanbul, Turkey
Joop van der ScheeFaculty of GeosciencesUtrecht UniversityUtrecht, The Netherlands
Faculty of Earth and Life SciencesVU University AmsterdamAmsterdam, The Netherlands
ISSN 2198-3542 ISSN 2198-3550 (electronic)Advances in Geographical and Environmental SciencesISBN 978-4-431-55518-6 ISBN 978-4-431-55519-3 (eBook)DOI 10.1007/978-4-431-55519-3
Library of Congress Control Number: 2015949261
Springer Tokyo Heidelberg New York Dordrecht London© Springer Japan 2015This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part ofthe material is concerned, specifically the rights of translation, reprinting, reuse of illustrations,recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmissionor information storage and retrieval, electronic adaptation, computer software, or by similar ordissimilar methodology now known or hereafter developed.The use of general descriptive names, registered names, trademarks, service marks, etc. in thispublication does not imply, even in the absence of a specific statement, that such names are exemptfrom the relevant protective laws and regulations and therefore free for general use.The publisher, the authors and the editors are safe to assume that the advice and information in thisbook are believed to be true and accurate at the date of publication. Neither the publisher nor theauthors or the editors give a warranty, express or implied, with respect to the material containedherein or for any errors or omissions that may have been made.
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Preface
Within a few decades, computers and the Internet really have changed the world.
Although education is not in the front line of this revolution, it cannot lag behind, as
modern education should prepare students for the world of today and tomorrow. For
geography education the digital revolution offers many opportunities. Both formal
and informal expressions of learning are being influenced by geospatial technolo-
gies. These technologies have the potential to enhance students’ twenty-first-cen-tury skills and can stimulate a new way of learning or at least offer better
opportunities to develop higher-order thinking skills. Modern geospatial technolo-
gies can help learners to gain a better view of the world and provide opportunities
for learners to better understand the planet Earth and attempt to resolve geograph-
ical issues.
This book gives an overview of the state of the art in the field where geospatial
technologies and geography education meet. Geospatial practices are presented as
an important means of learning about and with these technologies. The 17 chapters
of the book are organized in five parts that deal with a theoretical base, implemen-
tation of geospatial technologies in formal and informal education, the training of
teachers, evaluation and assessment, and recommendations for the near future.
Geography today cannot study geographical issues and resolve them without an
effective use of geospatial technologies. That is why geography education must
incorporate their use and applications in formal education and informal learning
about the Earth’s phenomena. The Commission on Geographical Education of the
International Geographical Union wants to reach a wide spectrum of people
interested not only in geospatial technologies but also in geography education.
For this purpose an e-book is also available to allow people from different parts of
the world to become informed about our analyses, propositions, and recommenda-
tions. Print copies of this book certainly can reach the libraries and centers of study
in several countries; however, we want to be sure that this book also reaches people,
v
institutions, and countries where scientific contributions are more difficult to obtain
through the traditional way of publishing. In order to complete this job, we
encourage people around the world to think of possible ways to transfer this body
of knowledge to their communities in different languages. Then our effort will be a
total success, because we want to offer this book to all people.
Texas, TX, USA Osvaldo Mu~niz SolariIstanbul, Turkey Ali Demirci
Utrecht, The Netherlands Joop van der Schee
Amsterdam, The Netherlands
vi Preface
Acknowledgments
The editors would like to recognize the International Geographical Union Com-
mission on Geographical Education (IGU-CGE) that encouraged some members to
take the role of editors and guide the creation of this book.
The editors extend their thanks to Prof. R.B. Singh, vice president of IGU, for his
assistance in facilitating the initial process of submitting the proposal for this book
to Springer.
The editorial guidance by Ms. Taeko Sato in Springer Japan’s Editorial Depart-ment is also acknowledged. Her assistance was very valuable as she provided
advice and suggestions during the preparation of the manuscripts.
The authors of the chapters were always available and showed great willingness
to develop the manuscripts and respond to the review process very efficiently. The
editors appreciated their commitment to this project, which we believe will be a
good contribution to geography education.
vii
Contents
1 Geospatial Technology in Geography Education . . . . . . . . . . . . . . . 1
Osvaldo Mu~niz Solari, Ali Demirci, and Joop van der Schee
Part I Geospatial Practices. Theoretical Background
2 Digital Geography Education in the Twenty-First Century:
Needs and Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Joop van der Schee, Henk Trimp, Tine Beneker, and Tim Favier
3 Spatial Thinking in Education: Concepts, Development,
and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Sandra K. Metoyer, Sarah Witham Bednarz, and Robert S. Bednarz
4 Education for Spatial Citizenship . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Thomas Jekel, Inga Gryl, and Uwe Schulze
Part II Implementation of Geospatial Technologies in Formal
Education and Informal Learning
5 Integrating GIS and Other Geospatial Technologies in Middle
Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Marsha Alibrandi and Donna Goldstein
6 Geospatial Education in High Schools: Curriculums,
Methodologies, and Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Che-Ming Chen and Yao-Hui Wang
7 Applied Geospatial Technologies in Higher Education . . . . . . . . . . 77
Reed Perkins
8 Practice of Geospatial Technologies in Informal Learning . . . . . . . 89
Osvaldo Mu~niz Solari and Melody Crenshaw
ix
Part III Teacher Education for Geospatial Technologies
9 WebGIS in Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Thomas R. Baker
10 Teaching GIS and Other Geospatial Technologies
to In-Service Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Jung Eun Hong
11 Professional Development Focusing on Inquiry-Based
Learning Using GIS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Lara M.P. Bryant and Tim Favier
Part IV Evaluation and Assessment on Geospatial Practices
12 The Effectiveness of Geospatial Practices in Education . . . . . . . . . 141
Ali Demirci
13 An Assessment of the Use of GIS in Teaching . . . . . . . . . . . . . . . . . 155
Geok Chin Ivy Tan and Qiu Fen Jade Chen
14 A Review of Geospatial Thinking Assessment
in High Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Bob Sharpe and Niem Tu Huynh
Part V Trends and Recommendations
15 Opportunities and Challenges in Using Geospatial
Technologies for Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Joseph J. Kerski
16 Digital Earth – Digital World: Strategies for Geospatial
Technologies in Twenty-First Century Education . . . . . . . . . . . . . . 195
Karl Donert
17 An Agenda of GST in Geography Education for the Future . . . . . . 205
Injeong Jo and Osvaldo Mu~niz Solari
x Contents
Abbreviations
AGO ArcGIS online
AGSI African Geospatial Sciences Institute
BISEL Biotec Index at secondary education level
BYOD Bring your own device
CBI Content-based information
CGIS-NUR Center for GIS and Remote Sensing – National University of
Rwanda
CIM Collaborative inquiry model
CK Content knowledge
COPPA Children’s Online Privacy Protection
CPs Communities of practice
CTE Career and technology education
DE Digital earth
ELLs English language learners
ESSIP Earth System Science Internet Project, Wyoming, USA
FCAT Florida Comprehensive Achievement Test
FERPA Family Educational Rights and Privacy Act
GCSE General Certificate of Secondary Education, UK
GE Geography education
Geo-ITC Geoinformation and Earth observation
GI Geoinformation
GIS Geographic information science
GPS Global Positioning System
GPs Geospatial practices
GSTs Geospatial technologies
GTCM Geospatial technology competency model
IBL Inquiry-based learning
ICT Information and communication technology
iGETT Integrated geospatial education technology and training
IL Informal learning
xi
IT Information technology
IYGU International Year of Global Understanding, UN
LMC Learning cluster model
MI Multiple intelligences
MRI Magnetic resonance imaging
MOOCs Massively open online courses
NCGE National Council for Geographic Education
NRC National Research Council
NSDI National Spatial Data Infrastructure
OSM OpenStreetMap
PBL Problem-based learning, also project-based learning
PCK Geographic-didactic knowledge
PK Pedagogical knowledge
PPGIS Public participatory geographic information system
RS Remote sensing
SaaS Software-as-a-service
SPACIT Spatial citizenship
SOA Service-oriented architecture
STAT Spatial thinking abilities test
STEM Science, technology, engineering, and math
TCK GIS-knowledge
TERC Teacher Educational Resource Center
TK Technological knowledge
TPACK Technological pedagogical content knowledge, originally TPCK
TPCK (equivalent to GIS-didactic knowledge)
TPK Technological pedagogical knowledge
TTF Teaching Teachers for the Future, Australia
UCD User-centered design
VANZ Virtual Australia and New Zealand Initiative
VFT Virtual field trip
VGI Volunteered geographic information
WebGIS Web-based geographic information system
xii Abbreviations
List of Figures
Fig. 2.1 Map of Borneo used by DeforestACTION .. . . . . . . . . . . . . . . . . . . . . . . . 13
Fig. 2.2 A model to position geospatial thinking and geospatial
technologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Fig. 2.3 Sinclair ZX80 (1980) and first generation IBM PC (1981) . . . . . . . 16
Fig. 3.1 Number of GIS courses completed by the subjects and their
average scores in the spatial-skills test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Fig. 3.2 A comparison of pre- and post-test scores by group . . . . . . . . . . . . . . 29
Fig. 4.1 An online tourist map of the Hochzillertal-Hochfugen ski
area, Tyrol, Austria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Fig. 4.2 Basic dimensions of education for spatial citizenship . . . . . . . . . . . . . 41
Fig. 5.1 Middle school students use GPS, geocaching and field log
techniques in a cemetery spanning five centuries . . . . . . . . . . . . . . . . . 59
Fig. 6.1 Sarah and Noah demonstrates how their mobile app works . . . . . . 68
Fig. 7.1 Map of Micronesia with inset map of Yap Proper . . . . . . . . . . . . . . . . 83
Fig. 7.2 Yapese counterpart and Queens student using field GPS . . . . . . . . . 84
Fig. 8.1 The closed system of formal education (a) normally
conducted in a room and the open system of informal
learning (b) developed in the geo-enabling world . . . . . . . . . . . . . . . . . 92
Fig. 8.2 The open system of informal learning developed
in the geo-enabling world: Levels of participation
from VGI to CP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Fig. 9.1 A student collects field data with a GPS for later mapping
in her webGIS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Fig. 9.2 Field data collection with a webGIS running on a device . . . . . . . . 109
Fig. 9.3 Students use a webGIS on a desktop computer . . . . . . . . . . . . . . . . . . . . 111
xiii
Fig. 11.1 A model for the geography IBL with GIS . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Fig. 11.2 (a) The TPACK framework (Mishra and Koehler 2006).
(b) The teacher-competency framework for designing and
conducting geography IBL with GIS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Fig. 12.1 High school students in Turkey are measuring noise
pollution with GIS in their school district . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Fig. 12.2 Conditions affecting the use of GST in education . . . . . . . . . . . . . . . . . 146
Fig. 14.1 Years of teaching experience, n ¼ 44 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Fig. 14.2 Frequency of assessment practices commonly used
by teachers, n ¼ 44 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Fig. 15.1 Three trends offering opportunities to use GST that also
make a strong case for why GST should be used in education . . 184
Fig. 15.2 Geoliteracy can be conceptualized as being supported
by content knowledge, skills, and the geographic perspective . . . 186
Fig. 17.1 The novel model as a basic guide for integral
geography education with GST in a geo-enabling world . . . . . . . . . 210
Fig. 17.2 GST models of integration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
xiv List of Figures
List of Tables
Table 3.1 A comparison of pre- and post-test scores by group . . . . . . . . . . . . 29
Table 4.1 Description of the modules of the SPACIT in-service
teacher training environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Table 5.1 Effect of groups on moderation of primary language
on FCAT reading scores by primary language . . . . . . . . . . . . . . . . . . . 60
Table 13.1 Factors discouraging the use of GIS in the 15 research
studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
xv
About the Editors and Authors
About the Editors
Osvaldo Mu~niz Solari is a professor in the Department of Geography at Texas
State University. His major research interests are new technologies for global
collaboration, online learning methods, and international flows. He is member of
the Commission of Geographical Education of the International Geographical
Union and member of the US national section of the Pan American Institute of
Geography and History.
Ali Demirci is an associate professor in the Department of Geography at Fatih
University in Istanbul in Turkey. His major research interests are geospatial tech-
nologies, curriculums, and teacher training in geography education. He is the
coeditor of the book titled International Perspectives on Teaching and Learningwith GIS in Secondary Schools published by Springer in 2012.
Joop van der Schee is professor for geography education at VU University in
Amsterdam and at Utrecht University in the Netherlands. His major research
304 interests are geographic literacy, the use of digital maps in education, and
geography teacher training. He is cochair of the Commission on Geographical
Education of the International Geographical Union.
About the Editors
Marsha Alibrandi has taught geography and social studies at Cape Cod Technical
High School, UMass Amherst, North Carolina State University, and Fairfield
University. Currently retired, she has written and coedited two volumes, several
chapters, and articles and worked with schools in several US states directing and/or
implementing GIS in middle and high school settings.
xvii
Thomas R. Baker is an instructional designer and technologist (Ph.D. Curriculum
and Instruction, 2002) serving as an education manager at Environmental Systems
Research Institute (Esri, Inc.) where he leads STEM education activities, online
community, and educational research initiatives related to GIS in education. Tom is
also an adjunct researcher in the Center for STEM Learning at the University of
Kansas.
Robert S. Bednarz is a professor of geography at Texas A&M University. He is
North American commissioning editor for the Journal of Geography in HigherEducation. In 2013 the NCGE recognized an article in the Journal of Geography hecoauthored with Jongwon Lee, Components of Spatial Thinking: Evidence from aSpatial Thinking Ability Test, as the best article for geography program
development.
Sarah Witham Bednarz is a professor of geography at Texas A&M University
and associate dean for academic affairs for the College of Geosciences. She served
on the committee that produced the report from the National Research Council
Learning to Think Spatially (2006) and cochaired the Geography Education
Research Committee of the Roadmap for 21st Century Geography Education
Project in 2011–2013.
Tine Beneker is lecturer for applied sciences at Fontys University in Tilburg and
lecturer for geography in education and communication at Utrecht University, the
Netherlands. She is member of the board of the Royal Dutch Geography Society.
Her research interest is in the field of world-mindedness of students, futures
education, and geocapabilities.
Lara Bryant is an assistant professor of geography at Keene State College, New
Hampshire. She earned her master’s in applied geography and a Ph.D. in geo-
graphic education from Texas State University. She has a range of experience in
geographic education, teaching geography in both rural and urban secondary public
schools and offering geography classes geared toward preservice education majors
in her current position.
Che-Ming (Jeremy) Chen is associate professor of geography at the National
Taiwan Normal University. His research and teaching interests include geographic
education, e-learning, and geospatial technologies. His current research focuses on
e-learning for high school geography. In the last 5 years, he has held over 60 work-
shops helping secondary geography teachers to use GPS, GIS, and Google Earth in
their classrooms.
xviii About the Editors and Authors
Qiu Fen Jade Chen is a research assistant at the Office of Teacher Education at the
National Institute of Education, Nanyang Technological University, Singapore. She
has worked on geography research projects involving Singapore students and
student teachers. She has published on research in students’ environmental knowl-
edge, attitudes, behavior, and fieldwork experiences of beginning teachers in
Singapore.
Melody Crenshaw is an assistant professor of geography at Northwest Vista
College in San Antonio. She earned her Ph.D. in geographic education from
Texas State University. Her research interests include international social and
environmental justice issues, geographic education in the US national parks, and
community college geography student engagement.
Ali Demirci is an associate professor in the Department of Geography at Fatih
University in Turkey. His major research interests are geospatial technologies,
curriculums, and teacher training in geography education. He is the coeditor of
the book titled International Perspectives on Teaching and Learning with GIS inSecondary Schools published by Springer in 2012.
Karl Donert is director of the European Centre of Excellence, digital-earth.eu, and
adjunct faculty at the Centre for GeoInformatics at Paris L€odron University,
Salzburg, Austria. He is President of EUROGEO and a UK National Teaching
Fellow and a member of Academia Europea. He is Vice President of the Council of
Europe NGO Commission on Democracy, Human Rights and Global Challenges
and Chair of the Working Group on Climate Change and Human Rights.
Tim Favier is a researcher at the Utrecht University in the Netherlands. In his
research, he focuses on how teachers can use geo-ICT in geography education and
on its learning outcomes. Next to his research position at the Utrecht University, he
works as a teacher trainer at the Fontys University of Applied Sciences in Tilburg,
the Netherlands.
Donna Goldstein has worked in the GIS field for more than 25 years and has been
the GIS coordinator with Palm Beach County School District, West Palm Beach,
Florida, since 2001. As the GIS coordinator, she manages GIS applications, teaches
GIS to K–12 teachers, and has been instrumental in integrating GIS technologies
into existing K–12 curriculum.
Inga Gryl is a professor in the Department of Geography and the Department of
Primary Social and Science Education at the University of Duisburg-Essen. Her
research focuses on current geomedia in educational settings, emancipation and
participation through media, and primary geography education. She is vice chair of
the Association for Geographical Education in Germany.
About the Editors and Authors xix
Niem Tu Huynh is a research fellow at the Association of American Geographers
(AAG). She served as the research coordinator and coeditor of “A road map for
twenty first century geography education.” She has worked closely with inner city
high school teachers in D.C. and Maryland as part of the My Community Our Earth.
She is concurrently a career advisor in the Career Planning Service at McGill
University.
Jung Eun Hong is an assistant professor of geography in the Department of
Geosciences at the University of West Georgia. She earned her B.A. at Ohio
State University, master’s at San Diego State University, and Ph.D. at the Univer-
sity of Colorado at Boulder. She has broad interests in GIS education including
elementary to higher education level. Her current research is focusing on promoting
teacher adoption of GIS technologies.
Thomas Jekel is a faculty in the Interfaculty Department of Geoinformatics at the
University of Salzburg, Austria. He holds a M.Sc. in geography and communication
science with emphasis on social geography and geoinformatics and a Ph.D. in
geography education from the University of Salzburg.
Injeong Jo is an assistant professor in the Department of Geography at Texas State
University. She earned her doctoral degree in geography education at Texas A&M
University in 2011. Her research interests include geography and spatial thinking
education, geography and social studies teacher education, geospatial technologies
in education, and assessment development in geography.
Joseph Kerski holds three degrees in geography. For 22 years, he served as
geographer and cartographer at three US Federal Agencies, including NOAA, the
US Census Bureau, and the USGS. He has taught at primary and secondary schools,
in community colleges, and in universities. Since 2006, he has served as education
manager for Esri, focusing on geospatial technologies and education.
Sandra K. Metoyer is a research associate with the Education Research Center at
Texas A&MUniversity. She is pursuing her Ph.D. in geography from the College of
Geosciences at Texas A&M University. Her areas of experience include spatial
thinking and the educational use of geospatial technologies. She has conducted
professional development for higher education faculty and in-service teachers.
Osvaldo Mu~niz Solari is a professor in the Department of Geography at Texas
State University. His major research interests are new technologies for global
collaboration, online learning methods, and international flows. He is member of
the Commission of Geographical Education of the International Geographical
Union and member of the US national section of the Pan American Institute of
Geography and History.
xx About the Editors and Authors
Reed Perkins is the Carolyn G. and Sam H. McMahon Professor of Environmental
Science at Queens University of Charlotte, North Carolina. He received his B.A. in
philosophy and M.S. in resource policy from the University of Michigan and a Ph.
D. in forest hydrology from Oregon State University. He was named North Carolina
Professor of the Year by the Carnegie Foundation for the Advancement of
Teaching.
Uwe Schulze is a research assistant at Goethe University Frankfurt, Department of
Human Geography, Working Group of Geography and Didactics. His research
focuses on learning and teaching with geospatial technology in higher education
and in teacher education and training as well as digital geomedia and spatial
thinking, competence modeling, and curriculum development.
Bob Sharpe is an associate professor of geography and environmental studies at
Wilfrid Laurier University in Waterloo, Ontario, where he teaches urban geogra-
phy, cartography, and geomatics. His interests include human geography;
geospatial technologies and geographic education research; applications of
geospatial technology in teaching; and the behavior of individuals and small groups
in urban space.
Geok Chin Ivy Tan is associate professor of the Humanities and Social Studies
Education Academic Group and Sub Dean, Practicum at the National Institute of
Education, Nanyang Technological University, Singapore. She has taught as a
geography teacher and has been the head of the Humanities Department in second-
ary schools. She has also been a Gifted Educational Specialist in the Ministry of
Education.
Henk Trimp is geographer, photographer, information scientist, psychologist, and
actor by training. From 1985 onward he specialized in digital maps and GIS, and he
has trained teachers on these topics since then. He now has a privately owned
company that provides digital educational services and web development.
Joop van der Schee is professor for geography education at Faculty of
Geosciences, Utrecht University, Utrecht, The Netherlands. His major research
interests are geographic literacy, the use of digital maps in education, and geogra-
phy teacher training. He is cochair of the Commission on Geographical Education
of the International Geographical Union.
Yao-Hui Wang received his Ph.D. in geography from National Taiwan Normal
University. He has 13 years of experience in teaching geography in the senior high
school and promoting GIS education at secondary level. Wang is active in creating
and teaching courses with geospatial technologies. His research interests are a
reflection of his expertise. His focus is on geographic education, e-learning,
and GIS.
About the Editors and Authors xxi
Chapter 1
Geospatial Technology in GeographyEducation
Osvaldo Mu~niz Solari, Ali Demirci, and Joop van der Schee
Abstract The book is presented as an important starting point for new research
in Geography Education (GE) related to the use and application of geospatial
technologies (GSTs). For this purpose, the selection of topics was based on central
ideas to GE in its relationship with GSTs. The process of geospatial practices (GPs)
as the way to learn about GST and with GST marks the central ideas. The sequential
presentation of chapters starts with a theoretical approach, followed by the use of
GST at different levels in formal education. Teacher education represents an
important third topic that analyzes professional development when learning about
GST and using GST. The fourth topic focuses on the effectiveness of GST as a tool
for teaching and learning in order to assess geospatial thinking in different educa-
tional settings. The exploration of trends and recommendations for future develop-
ment are the final topic of this book. In one sentence, the book touches upon the
most important issues on the use of GST in education and includes the most up to
date information and discussions related to GST. Although GE is not in the front
line of the Information and Communication Technology (ICT) revolution it cannot
stay behind as modern education uses technology to prepare better citizens. The
importance of this book relies on this basic and fundamental fact.
Keywords Geography education • Geospatial technologies • Geospatial practices
O. Mu~niz Solari (*)
Department of Geography, Texas State University, San Marcos, TX 78666, USA
e-mail: [email protected]
A. Demirci
Department of Geography, Fatih University, Istanbul, Turkey
e-mail: [email protected]
J. van der Schee
Faculty of Geosciences, Utrecht University, Utrecht, The Netherlands
Faculty of Earth and Life Sciences, VU University Amsterdam, Amsterdam, The Netherlands
e-mail: [email protected]
© Springer Japan 2015
O. Muniz Solari et al. (eds.), Geospatial Technologies and Geography Educationin a Changing World, Advances in Geographical and Environmental Sciences,
DOI 10.1007/978-4-431-55519-3_1
1
1.1 The Importance of This Book
Asked to mention the biggest challenge in their work many geography teachers
come up with the digital revolution: computers, internet, e-learning, Google Earth
and GIS entering the classroom. Most teachers see it as the biggest change in the
recent past and as the biggest challenge for the near future. Sitting in a geography
class and fly virtually to New York, Abu Dhabi or Ulan Bator to get an idea how life
at different places on planet earth looks like using beamer, computers, tablets or
mobile phones and software like Google Earth and Skype, that is geography in
optima forma. Combining satellite images with digital maps, YouTube movies and
TED talks really can be a good learning experience. Conditio sine qua non;
however, is a good teacher who can help the learners to structure information,
inquiry and evaluate.
Seen the importance of the digital revolution for Geography Education (GE) the
Steering Committee of the IGU Commission on Geographical Education decided to
make geospatial technologies (GSTs) for GE one its focus points. An important aim
is to stimulate research and development in this field and to help to exchange
research results and good practices internationally. In recent years many articles
and books have been written about GSTs and GE. These publications can be found
in journals within GE like International Research in Geographical and Environ-mental Education, RIGEO, Journal of Geography, Geographie und Ihre Didaktikand Teaching Geography, but also and in journals outside GE like Computers &Education. The Steering Committee of the IGU Commission on Geographical
Education wants to help newcomers in the field of GSTs and GE to get an overview
of the state of the art in this field. The result is this book. Contributions of almost
30 authors from 10 countries are brought together in 17 chapters. Not the last word
as the world and its technology are changing fast, but as we hope an important
intermediate point and a good starting point for new research and developments.
1.2 The Process of Selecting Topics to Discuss CentralIdeas
GSTs and GE have a strong common ground in the twenty-first century education.
Facing a tremendous impact and change with the advent of Internet and Web 2.0,
GE has been forced to reconsider its education strategies within the digital net-
working arena. Information and communication technology (ICT) allowed us to
study the earth in its physical dynamic and the world in its human and economic
relationship. Data transformation, digital information and interpretation, time/space
shrinking impact, and highly relational visual representations show some of the
hidden challenges of GST to GE in the geo-enabling environment.
Central ideas to GE in its relationship with GST are the process of geospatial
practices (GPs) as the way to learn about GST and with GST. We agreed on
2 O. Mu~niz Solari et al.